MULTIDIVERSE-CSCL
Explaining and managing effects of multiattributional diversity in Computer-Supported Collaborative Learning
MULTIDIVERSE-CSCL is a CATALPA project.
Collaboration in virtual study groups is beneficial for students’ sense of belonging and performance in distance education. However, student diversity can impair the collaboration within the study groups. The project investigates the influence of stereotypes on the collaboration and develops technological support for virtual study groups.
Project Goals and Research Questions
Computer-Supported Collaborative Learning (CSCL) is a virtual collaboration of study groups in distance education. CSCL can increase students‘ sense of belonging and performance, but it also poses challenges for heterogeneous study groups. When the group members have heterogeneous sociodemographic backgrounds and prior knowledge, their communication within the group is impaired and consequently show lower group performance.
The project „Explaining and managing effects of multiattributional diversity in Computer-Supported Collaborative Learning” (MULTIDIVERSE-CSCL) investigates the social-psychological mechanisms that impair optimal collaboration due to stereotyping in virtual study groups. Moreover, we investigate how the influence of stereotypes can be reduced by strengthening a virtual sense of community in the study groups. Furthermore, we develop a student dashboard to support students to intensify their collaboration and increase their group performance.
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The project is funded by the German Research Foundation.
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01.01.2024 – 31.12.2026
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B.Sc. Dipl.-Päd. Jennifer Hochstein
M.Sc. Martin Schulze
Kerstin Irmer
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2024
Chapters in Edited Books
- Voltmer, J.-B., Froehlich, L., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2024). Group cohesion and performance in Computer-Supported Collaborative Learning (CSCL): Using assessment analytics to understand the effects of multi-attributional diversity. In M. Sahin & D. Ifenthaler (Eds.), Assessment analytics in education – designs, methods and solutions. Springer Cham.
Diversity Adapted CSCL in Higher Distance Education (DivAdapt) (former project)
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The project is part of the research cluster CATALPA „Center of Advanced Technology Assisted Learning and Predictive Analytics“ at the FernUniversität in Hagen
Education in the current university landscape is characterized by students’ increasing diversity as well as by the progress of new technical developments and digitization processes. Computer-based virtual teaching and learning and distance education programs are becoming gradually more important.
Consequently, the question raises which role different aspects of students’ diversity play in this context, and how these characteristics can optimally be considered when designing distance education programs. So far, however, didactic approaches insufficiently considered learners’ increasing multisocial diversity in higher distance education.
The project "DivAdapt" will therefore focus on the investigation of diversity effects at different levels in higher distance education. Among other factors, we investigate students’ motivations for selecting a major, what expectations students have in terms of online teaching, what role sociodemographic variables play in this regard, and to what extent diversity aspects should be taken into account when designing computer-supported collaborative learning (CSCL).
To gain deeper insights into these issues, we conduct laboratory experiments, virtual field studies and online surveys. The results of this project contribute to the explanation and design of diversity effects in higher distance education.
Overview of research topics
- Multisocial diversity of students in distance learning
- Study motives
- E-Learning beliefs
- Social interactions in virtual learning environments
- Computer-supported collaborative learning (CSCL)
Scientific project members
Publications
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2024
Journals
Raimann, J., Reich-Stiebert, N., Voltmer, J.-B., & Stürmer, S. (in press). Male students in female-dominated study programs: Perceived diversity climate in gender-mixed computer-supported collaborative learning. Psychology Learning & Teaching, 14757257241246599. https://doi.org/10.1177/14757257241246599
Chapters in Edited Books
- Voltmer, J.-B., Froehlich, L., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2024). Group cohesion and performance in Computer-Supported Collaborative Learning (CSCL): Using assessment analytics to understand the effects of multi-attributional diversity. In M. Sahin & D. Ifenthaler (Eds.), Assessment analytics in education – designs, methods and solutions. Springer Cham.
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2023
Journals
Reich-Stiebert, N., Froehlich, L., & Voltmer, J.-B. (2023). Gendered mental labor: A systematic literature review on the cognitive dimension of unpaid work within the household and childcare. Sex Roles. https://doi.org/10.1007/s11199-023-01362-0 -
2022
Journals
Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). The role of multi-attributional student diversity in computer-supported collaborative learning. The Internet and Higher Education, 55, 100868. https://doi.org/10.1016/j.iheduc.2022.100868Conferences
Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). Effects of multi-attributional student diversity in CSCL. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL, 555–556. -
2021
Conferences
Schumacher, C., Reich-Stiebert, N., Kuzilek, J., Burchart, M., Raimann, J., Voltmer, J.-B., & Stürmer, S. (2021, April). Group perceptions vs. Group reality: Exploring the fit of self-report and log file data in the process of collaboration. Companion Proceedings of Conference on Learning Analytics and Knowledge 2021, Virtual Conference, 15-04-2021.
